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Literacy And Identity Investment In Secondary Drama Courses: Using Narrative Inquiry To Investigate Teacher Perceptions Of The Affordances Of Secondary Drama Courses In Ontario, Megan Johnston
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This study investigated the teacher perceptions in regard to the literacy learning and identity investment opportunities within their own Drama classrooms in Ontario. This study also addresses the challenges that were present within Drama classes when teachers tried to celebrate and incorporate cultural, linguistic, and semiotic diversity.
The theoretical tools of the study include theories on multiliteracies and identity investment. Data presented in this paper emerged from semi-structured interviews with five teacher participants.
Findings of this study show that teachers perceived that their Drama classes offered a variety of multimodal opportunities for literacy and identity investment. These opportunities did not …